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  • Menu
  • Gender mainstreaming
    • What is Gender mainstreaming
      • Policy cycle
    • Institutions and structures
      • European Union
      • EU Member States
      • Stakeholders
      • International organizations
    • Policy areas
      • Agriculture and rural development
        • Policy cycle
      • Culture
        • Policy cycle
      • Digital agenda
        • Policy cycle
      • Economic and financial affairs
        • #3 Steps Forward
          • How can you make a difference?
        • Economic Benefits of Gender Equality in the EU
        • Policy cycle
      • Education
        • Policy cycle
      • Employment
        • Policy cycle
        • Structures
      • Energy
        • Policy cycle
      • Entrepreneurship
        • Policy cycle
      • Environment and climate change
        • Policy cycle
      • Health
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      • Justice
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      • Maritime affairs and fisheries
        • Policy cycle
      • Migration
        • Policy cycle
      • Poverty
        • Policy cycle
      • Regional policy
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      • Research
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    • Toolkits
      • Gender Equality Training
        • Back to toolkit page
        • What is Gender Equality Training
        • Why invest in Gender Equality Training
        • Who should use Gender Equality Training
        • Step-by-step guide to Gender Equality Training
            • 1. Assess the needs
            • 2. Integrate initiatives to broader strategy
            • 3. Ensure sufficient resources
            • 4. Write good terms of reference
            • 5. Select a trainer
            • 6. Engage in the needs assessment
            • 7. Actively participate in the initiative
            • 8. Invite others to join in
            • 9. Monitoring framework and procedures
            • 10. Set up an evaluation framework
            • 11. Assess long-term impacts
            • 12. Give space and support others
        • Designing effective Gender Equality Training
        • Gender Equality Training in the EU
        • Good Practices on Gender Equality Training
        • More resources on Gender Equality Training
        • More on EIGE's work on Gender Equality Training
      • Gender Impact Assessment
        • Back to toolkit page
        • What is Gender Impact Assessment
        • Why use Gender Impact Assessment
        • Who should use Gender Impact Assessment
        • When to use Gender Impact Assessment
        • Guide to Gender Impact Assessment
          • Step 1: Definition of policy purpose
          • Step 2: Checking gender relevance
          • Step 3: Gender-sensitive analysis
          • Step 4: Weighing gender impact
          • Step 5: Findings and proposals for improvement
        • Following up on gender impact assessment
        • General considerations
        • Examples from the EU
            • European Commission
            • Austria
            • Belgium
            • Denmark
            • Finland
            • Sweden
            • Basque country
            • Catalonia
            • Lower Saxony
            • Swedish municipalities
      • Institutional Transformation
        • Back to toolkit page
        • What is Institutional Transformation
          • Institutional transformation and gender: Key points
          • Gender organisations
          • Types of institutions
          • Gender mainstreaming and institutional transformation
          • Dimensions of gender mainstreaming in institutions: The SPO model
        • Why focus on Institutional Transformation
          • Motivation model
        • Who the guide is for
        • Guide to Institutional Transformation
            • 1. Creating accountability and strengthening commitment
            • 2. Allocating resources
            • 3. Conducting an organisational analysis
            • 4. Developing a strategy and work plan
            • 5. Establishing a support structure
            • 6. Setting gender equality objectives
            • 7. Communicating gender mainstreaming
            • 8. Introducing gender mainstreaming
            • 9. Developing gender equality competence
            • 10. Establishing a gender information management system
            • 11. Launching gender equality action plans
            • 12. Promotional equal opportunities
            • 13. Monitoring and steering organisational change
        • Dealing with resistance
          • Discourse level
          • Individual level
          • Organisational level
          • Statements and reactions
        • Checklist: Key questions for change
        • Examples from the EU
            • 1. Strengthening accountability
            • 2. Allocating resources
            • 3. Organisational analysis
            • 4. Developing a strategy and working plan
            • 5. Establishing a support structure
            • 6. Setting objectives
            • 7. Communicating gender mainstreaming
            • 8. Introducing methods and tools
            • 9. Developing Competence
            • 10. Establishing a gender information management system
            • 11. Launching action plans
            • 12. Promoting within an organisation
            • 13. Monitoring and evaluating
      • Gender Equality in Academia and Research
        • Back to toolkit page
        • WHAT
          • What is a Gender Equality Plan?
          • Terms and definitions
          • Which stakeholders need to be engaged into a GEP
          • About the Gear Tool
        • WHY
          • Horizon Europe GEP criterion
          • Gender Equality in Research and Innovation
          • Why change must be structural
          • Rationale for gender equality change in research and innovation
          • GEAR step-by-step guide for research organisations, universities and public bodies
            • Step 1: Getting started
            • Step 2: Analysing and assessing the state-of-play in the institution
            • Step 3: Setting up a Gender Equality Plan
            • Step 4: Implementing a Gender Equality Plan
            • Step 5: Monitoring progress and evaluating a Gender Equality Plan
            • Step 6: What comes after the Gender Equality Plan?
          • GEAR step-by-step guide for research funding bodies
            • Step 1: Getting started
            • Step 2: Analysing and assessing the state-of-play in the institution
            • Step 3: Setting up a Gender Equality Plan
            • Step 4: Implementing a Gender Equality Plan
            • Step 5: Monitoring progress and evaluating a Gender Equality Plan
            • Step 6: What comes after the Gender Equality Plan?
          • GEAR action toolbox
            • Work-life balance and organisational culture
            • Gender balance in leadership and decision making
            • Gender equality in recruitment and career progression
            • Integration of the sex/gender dimension into research and teaching content
            • Measures against gender-based violence including sexual harassment
            • Measures mitigating the effect of COVID-19
            • Data collection and monitoring
            • Training: awareness-raising and capacity building
            • GEP development and implementation
            • Gender-sensitive research funding procedures
          • Success factors for GEP development and implementation
          • Challenges & resistance
        • WHERE
          • Austria
          • Belgium
          • Bulgaria
          • Croatia
          • Cyprus
          • Czechia
          • Denmark
          • Estonia
          • Finland
          • France
          • Germany
          • Greece
          • Hungary
          • Ireland
          • Italy
          • Latvia
          • Lithuania
          • Luxembourg
          • Malta
          • Netherlands
          • Poland
          • Portugal
          • Romania
          • Slovakia
          • Slovenia
          • Spain
          • Sweden
          • United Kingdom
      • Gender-sensitive Parliaments
        • Back to toolkit page
        • What is the tool for?
        • Who is the tool for?
        • How to use the tool
        • Self-assessment, scoring and interpretation of parliament gender-sensitivity
          • AREA 1 – Women and men have equal opportunities to ENTER the parliament
            • Domain 1 – Electoral system and gender quotas
            • Domain 2 - Political party/group procedures
            • Domain 3 – Recruitment of parliamentary employees
          • AREA 2 – Women and men have equal opportunities to INFLUENCE the parliament’s working procedures
            • Domain 1 – Parliamentarians’ presence and capacity in a parliament
            • Domain 2 – Structure and organisation
            • Domain 3 – Staff organisation and procedures
          • AREA 3 – Women’s interests and concerns have adequate SPACE on parliamentary agenda
            • Domain 1 – Gender mainstreaming structures
            • Domain 2 – Gender mainstreaming tools in parliamentary work
            • Domain 3 – Gender mainstreaming tools for staff
          • AREA 4 – The parliament produces gender-sensitive LEGISLATION
            • Domain 1 – Gender equality laws and policies
            • Domain 2 – Gender mainstreaming in laws
            • Domain 3 – Oversight of gender equality
          • AREA 5 – The parliament complies with its SYMBOLIC function
            • Domain 1 – Symbolic meanings of spaces
            • Domain 2 – Gender equality in external communication and representation
        • How gender-sensitive are parliaments in the EU?
        • Examples of gender-sensitive practices in parliaments
          • Women and men have equal opportunities to ENTER the parliament
          • Women and men have equal opportunities to INFLUENCE the parliament’s working procedures
          • Women’s interests and concerns have adequate SPACE on parliamentary agenda
          • The parliament produces gender-sensitive LEGISLATION
          • The parliament complies with its SYMBOLIC function
        • Glossary of terms
        • References and resources
      • Gender Budgeting
        • Back to toolkit page
        • Für wen ist dieses Toolkit gedacht?
        • Warum ist die Berücksichtigung des Gleichstellungsaspekts bei der Haushaltsplanung für die europäischen Fonds in geteilter Verwaltung von Bedeutung?
          • Drei Gründe, warum es wichtig ist, den Gleichstellungsaspekt bei der Haushaltsplanung für die EU-Fonds zu berücksichtigen
        • Was ist die Berücksichtigung von Gleichstellungsaspekten bei der Haushaltsplanung?
          • Einführung der Berücksichtigung des Gleichstellungsaspekts bei der Haushaltsplanung
          • Was hat die Berücksichtigung des Gleichstellungsaspekts bei der Haushaltsplanung mit den Lebenswirklichkeiten von Frauen und Männern zu tun?
          • Was umfasst die Berücksichtigung des Gleichstellungsaspekts bei der Haushaltsplanung in der Praxis?
          • Berücksichtigung des Gleichstellungsaspekts bei der Haushaltsplanung im Rahmen der EU-Fonds
            • Berücksichtigung des Gleichstellungsaspekts bei der Haushaltsplanung als Form der Einhaltung von EU-Rechtsvorschriften
            • Berücksichtigung des Gleichstellungsaspekts bei der Haushaltsplanung als eine Form der Förderung der Rechenschaftspflicht und Transparenz bei der öffentlichen Haushaltsplanung und Verwaltung
            • Die Berücksichtigung des Gleichstellungsaspekts bei der Haushaltsplanung als Weg, um die Teilnahme von Frauen und Männern an den Haushaltsverfahren zu steigern
            • Die Berücksichtigung des Gleichstellungsaspekts bei der Haushaltsplanung als Weg zur Förderung der Gleichstellung von Frauen und Männern in ihrer gesamten Vielfalt
        • Wie können wir den Gleichstellungsaspekt bei der Haushaltsplanung im Rahmen der EU‑Fonds berücksichtigen? Praktische Instrumente und Beispiele aus den Mitgliedstaaten
          • Instrument 1: Verknüpfung der EU-Fonds mit dem EU-Rechtsrahmen zur Geschlechtergleichstellung
            • Gesetzgeberische und gesetzliche Grundlage für die Gleichstellungspolitik der EU
            • Konkrete Anforderungen für die Berücksichtigung der Geschlechtergleichstellung innerhalb der EU-Fonds
            • Grundlegende Voraussetzungen der EU-Fonds
            • Zusätzliche Ressourcen
          • Instrument 2: Analyse der geschlechtsspezifischen Ungleichheiten und Bedürfnisse auf nationaler und subnationaler Ebene
            • Schritte zur Bewertung und Analyse der geschlechtsspezifischen Ungleichheiten und Bedürfnisse
            • Schritt 1: Erfassung von Informationen und aufgeschlüsselten Daten zur Zielgruppe
            • Schritt 2: Ermittlung der vorhandenen geschlechtsspezifischen Ungleichheiten und der zugrunde liegenden Ursachen
            • Schritt 3: Direkter Austausch mit den Zielgruppen
            • Schritt 4. Schlussfolgerungen ziehen
            • Zusätzliche Ressourcen
          • Instrument 3: Operationalisierung der Geschlechtergleichstellung in den politischen Zielsetzungen (in Partnerschaftsvereinbarungen) und spezifischen Zielsetzungen/ Maßnahmen (in operationellen Programmen)
            • Schritte zur Operationalisierung der Geschlechtergleichstellung in Partnerschaftsvereinbarungen und operationellen Programmen
            • Allgemeine Leitlinien zur Operationalisierung der Geschlechtergleichstellung bei der Entwicklung der politischen Zielsetzungen, spezifischen Ziele und Maßnahmen
            • Checkliste für die Umsetzung des bereichsübergreifenden Grundsatzes der Gleichstellung der Geschlechter in Partnerschaftsvereinbarungen
            • Checkliste für die Umsetzung des bereichsübergreifenden Grundsatzes der Gleichstellung der Geschlechter in operationellen Programmen
            • Beispiele für die Integration der Geschlechtergleichstellung als bereichsübergreifender Grundsatz in die politischen Ziele und spezifischen Zielsetzungen
          • Instrument 4: Koordinierung der EU-Fonds zur Verbesserung der Vereinbarkeit von Beruf und Privatleben und Komplementaritäten zwischen diesen Fonds
            • Schritte zur Verbesserung der Koordinierung und Komplementarität zwischen den Fonds
            • Schritt 1: Ausrichtung an den Zielen der EU des strategischen Engagements für die Gleichstellung der Geschlechter und an den nationalen Zielen für die Geschlechtergleichstellung
            • Schritte 2 und 3: Ermittlung und Entwicklung möglicher Interventionen zur Verbesserung der Vereinbarkeit von Beruf und Privatleben
            • Schritt 4: Nachbereitung durch die Verwendung von Indikatoren im Rahmen der Überwachungs- und Evaluierungssysteme
            • Fiktive Fallstudie 1: Vereinbarkeit von bezahlter Arbeit und Kinderbetreuung
            • Fiktive Fallstudie 2: Vereinbarkeit von Schichtarbeit und Kinderbetreuung
            • Fiktive Fallstudie 3: Ausgleich zwischen Versorgungsarbeit für sich und andere
            • Fiktive Fallstudie 4: Vereinbarkeit von Pflege und Betreuung von Kindern und älteren Personen mit der Schichtarbeit
            • Zusätzliche Ressourcen
          • Instrument 5: Festlegung von Partnerschaften und Steuerung auf mehreren Ebenen – Identifizierung der relevanten Partnerinnen und Partner, die Rolle von Gleichstellungsexpertinnen und -experten und die Zusammensetzung der Überwachungsausschüsse
            • Schritte für die Festlegung von Partnerschaften und Steuerung auf mehreren Ebenen
            • Zusätzliche Ressourcen
          • Instrument 6: Ausarbeitung von quantitativen und qualitativen Indikatoren für die Förderung der Geschlechtergleichstellung
            • Schritte für die Entwicklung von quantitativen und qualitativen Indikatoren
            • EFRE und Kohäsionsfonds (die gleichen gemeinsamen Indikatoren)
            • Europäischer Sozialfonds Plus
            • Europäischer Meeres- und Fischereifonds
            • Zusätzliche Ressourcen
          • Instrument 7: Festlegung der gleichstellungsorientierten Kriterien für die Auswahl der Vorhaben
            • Schritte zur Unterstützung der gleichstellungsorientierten Entwicklung und Auswahl von Vorhaben
            • Checkliste für die Ausarbeitung von Aufforderungen zur Einreichung von Vorschlägen für Vorhaben
            • Checkliste für die Kriterien zur Auswahl der Vorhaben
            • Zusätzliches Instrument 7.a: Geschlechtergerechte Vereinbarungen mit den Projektträgern
          • Instrument 8: Nachverfolgung der Mittelzuweisungen für die Geschlechtergleichstellung bei den EU-Fonds
            • Ensuring gender relevance in EU Funds
            • The tracking system
            • Steps for tracking resource allocations on gender equality
            • Step 1: Ex ante approach
            • Step 2: Ex post approach
            • Examples of Step 2a
            • Annex 1: Ex ante assignment of intervention fields to the gender equality dimension codes
            • Annex 2: The EU’s gender equality legal and policy framework
          • Instrument 9: Einbeziehung der Geschlechtergleichstellung bei der Konzipierung des Projekts
            • Schritte für die Einbeziehung der Geschlechtergleichstellung bei der Konzipierung des Projekts
            • Schritt 1: Ausrichtung an den Gleichstellungszielen und Indikatoren der Partnerschaftsvereinbarungen und operationellen Programme
            • Schritt 2: Entwicklung des Vorhabens und Antrag
            • Schritt 3. Umsetzung des Vorhabens
            • Schritt 4. Beurteilung des Vorhabens
          • Instrument 10: Berücksichtigung der Geschlechterperspektive bei den Überwachungs- und Evaluierungsverfahren
            • Schritte zur Einbeziehung der Geschlechterperspektive in die Überwachungs- und Evaluierungsverfahren
            • Zusätzliche Ressourcen
          • Instrument 11: Berichterstattung zur Mittelverwendung für die Geschlechtergleichstellung im Rahmen der EU-Fonds
            • Nachverfolgung der Ausgaben für die Geschlechtergleichstellung
            • Zusätzliche Ressourcen
          • Literaturverzeichnis
          • Abkürzungen
          • Danksagung
      • Gender-responsive Public Procurement
        • Back to toolkit page
        • Who is this toolkit for?
          • Guiding you through the toolkit
        • What is gender-responsive public procurement?
          • How is gender-responsive public procurement linked to gender equality?
          • How is gender-responsive public procurement linked to gender budgeting?
          • Five reasons why gender-responsive public procurement
          • Why was this toolkit produced
        • Gender-responsive public procurement in practice
          • Legal framework cross-references gender equality and public procurement
          • Public procurement strategies cover GRPP
          • Gender equality action plans or strategies mention public procurement
          • Capacity-building programmes, support structures
          • Regular collaboration between gender equality bodies
          • Effective monitoring and reporting systems on the use of GRPP
          • Tool 1:Self-assessment questionnaire about the legal
          • Tool 2: Overview of the legislative, regulatory and policy frameworks
        • How to include gender aspects in tendering procedures
          • Pre-procurement stage
            • Needs assessment
            • Tool 3: Decision tree to assess the gender relevance
            • Preliminary market consultation
            • Tool 4: Guiding questions for needs assessment
            • Defining the subject matter of the contract
            • Choosing the procedure
            • Tool 5: Decision tree for the choice of procedure for GRPP
            • Dividing the contract into lots
            • Tool 6: Guiding questions for dividing contracts into lots for GRPP
            • Light regime for social, health and other specific services
            • Tool 7: Guiding questions for applying GRPP under the light regime
            • Tool 8: Guiding questions for applying GRPP under the light regime
            • Reserved contracts
            • Preparing tender documents
          • Procurement stage
            • Exclusion grounds
            • Selection criteria
            • Technical specifications
            • Tool 9: Decision tree for setting GRPP selection criteria
            • Award criteria
            • Tool 10: Formulating GRPP award criteria
            • Tool 11: Bidders’ concepts to ensure the integration of gender aspects
            • Use of labels/certifications
          • Post-procurement stage
            • Tool 12: Checklist for including GRPP contract performance conditions
            • Subcontracting
            • Monitoring
            • Reporting
            • Tool 13: Template for a GRPP monitoring and reporting plan
        • References
        • Additional resources
    • Methods and tools
      • Browse
      • About EIGE's methods and tools
      • Gender analysis
      • Gender audit
      • Gender awareness-raising
      • Gender budgeting
      • Gender impact assessment
      • Gender equality training
      • Gender-responsive evaluation
      • Gender statistics and indicators
      • Gender monitoring
      • Gender planning
      • Gender-responsive public procurement
      • Gender stakeholder consultation
      • Sex-disaggregated data
      • Institutional transformation
      • Examples of methods and tools
      • Resources
    • Good practices
      • Browse
      • About good practices
      • EIGE’s approach to good practices
    • Country specific information
      • Belgium
        • Overview
      • Bulgaria
        • Overview
      • Czechia
        • Overview
      • Denmark
        • Overview
      • Germany
        • Overview
      • Estonia
        • Overview
      • Ireland
        • Overview
      • Greece
        • Overview
      • Spain
        • Overview
      • France
        • Overview
      • Croatia
        • Overview
      • Italy
        • Overview
      • Cyprus
        • Overview
      • Latvia
        • Overview
      • Lithuania
        • Overview
      • Luxembourg
        • Overview
      • Hungary
        • Overview
      • Malta
        • Overview
      • Netherlands
        • Overview
      • Austria
        • Overview
      • Poland
        • Overview
      • Portugal
        • Overview
      • Romania
        • Overview
      • Slovenia
        • Overview
      • Slovakia
        • Overview
      • Finland
        • Overview
      • Sweden
        • Overview
    • EIGE’s publications on Gender mainstreaming
    • Concepts and definitions
    • Power Up conference 2019
  • Gender-based violence
    • What is gender-based violence?
    • Forms of violence
    • EIGE’s work on gender-based violence
    • Administrative data collection
      • Data collection on violence against women
        • The need to improve data collection
        • Advancing administrative data collection on Intimate partner violence and gender-related killings of women
        • Improving police and justice data on intimate partner violence against women in the European Union
        • Developing EU-wide terminology and indicators for data collection on violence against women
        • Mapping the current status and potential of administrative data sources on gender-based violence in the EU
      • About the tool
      • Administrative data sources
      • Advanced search
    • Analysis of EU directives from a gendered perspective
    • Costs of gender-based violence
    • Cyber violence against women
    • Femicide
    • Intimate partner violence and witness intervention
    • Female genital mutilation
      • Risk estimations
    • Risk assessment and risk management by police
      • Risk assessment principles and steps
          • Principle 1: Prioritising victim safety
          • Principle 2: Adopting a victim-centred approach
          • Principle 3: Taking a gender-specific approach
          • Principle 4: Adopting an intersectional approach
          • Principle 5: Considering children’s experiences
          • Step 1: Define the purpose and objectives of police risk assessment
          • Step 2: Identify the most appropriate approach to police risk assessment
          • Step 3: Identify the most relevant risk factors for police risk assessment
          • Step 4: Implement systematic police training and capacity development
          • Step 5: Embed police risk assessment in a multiagency framework
          • Step 6: Develop procedures for information management and confidentiality
          • Step 7: Monitor and evaluate risk assessment practices and outcomes
      • Risk management principles and recommendations
        • Principle 1. Adopting a gender-specific approach
        • Principle 2. Introducing an individualised approach to risk management
        • Principle 3. Establishing an evidence-based approach
        • Principle 4. Underpinning the processes with an outcome-focused approach
        • Principle 5. Delivering a coordinated, multiagency response
      • Legal and policy framework
      • Tools and approaches
      • Areas for improvement
      • References
    • Good practices in EU Member States
    • Methods and tools in EU Member States
    • White Ribbon Campaign
      • About the White Ribbon Campaign
      • White Ribbon Ambassadors
    • Regulatory and legal framework
      • International regulations
      • EU regulations
      • Strategic framework on violence against women 2015-2018
      • Legal Definitions in the EU Member States
    • Literature and legislation
    • EIGE's publications on gender-based violence
    • Videos
  • Gender Equality Index
    • View countries
    • Compare countries
    • Thematic Focus
    • About Index
    • Publications
    • Forum 2022
    • Index Game
    • Videos
  • Gender Statistics Database
    • Browse Gender Statistics
    • Data talks
    • FAQs
    • About
    • Search
  • Beijing Platform for Action
  • Countries
    • Belgium
    • Bulgaria
    • Czechia
    • Denmark
    • Germany
    • Estonia
    • Ireland
    • Greece
    • Spain
    • France
    • Croatia
    • Italy
    • Cyprus
    • Latvia
    • Lithuania
    • Luxembourg
    • Hungary
    • Malta
    • Netherlands
    • Austria
    • Poland
    • Portugal
    • Romania
    • Slovenia
    • Slovakia
    • Finland
    • Sweden
  • Topics
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  • About EIGE
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        • About the IPA project
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          • Browse
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    • Gender Equality Forum 2022
      • About
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  • EIGE’s publications
    • Gender-sensitive Communication
      • Overview of the toolkit
      • First steps towards more inclusive language
        • Terms you need to know
        • Why should I ever mention gender?
        • Choosing whether to mention gender
        • Key principles for inclusive language use
      • Challenges
        • Stereotypes
          • Avoid gendered pronouns (he or she) when the person’s gender is unknown
          • Avoid irrelevant information about gender
          • Avoid gendered stereotypes as descriptive terms
          • Gendering in-animate objects
          • Using different adjectives for women and men
          • Avoid using stereotypical images
        • Invisibility and omission
          • Do not use ‘man’ as the neutral term
          • Do not use ‘he’ to refer to unknown people
          • Do not use gender-biased nouns to refer to groups of people
          • Take care with ‘false generics’
          • Greetings and other forms of inclusive communication
        • Subordination and trivialisation
          • Naming conventions
          • Patronising language
      • Test your knowledge
        • Quiz 1: Policy document
        • Quiz 2: Job description
        • Quiz 3: Legal text
      • Practical tools
        • Solutions for how to use gender-sensitive language
        • Pronouns
        • Invisibility or omission
        • Common gendered nouns
        • Adjectives
        • Phrases
      • Policy context
    • Work-life balance in the ICT sector
      • Back to toolkit page
      • EU policies on work-life balance
      • Women in the ICT sector
      • The argument for work-life balance measures
        • Challenges
      • Step-by-step approach to building a compelling business case
        • Step 1: Identify national work-life balance initiatives and partners
        • Step 2: Identify potential resistance and find solutions
        • Step 3: Maximise buy-in from stakeholders
        • Step 4: Design a solid implementation plan
        • Step 5: Carefully measure progress
        • Step 6: Highlight benefits and celebrate early wins
      • Toolbox for planning work-life balance measures in ICT companies
      • Work–life balance checklist
    • Gender Equality Index 2019. Work-life balance
      • Back to toolkit page
      • Foreword
      • Highlights
      • Introduction
        • Still far from the finish line
        • Snail’s-pace progress on gender equality in the EU continues
        • More women in decision-making drives progress
        • Convergence on gender equality in the EU
      • 2. Domain of work
        • Gender equality inching slowly forward in a fast-changing world of work
        • Women dominate part-time employment, consigning them to jobs with poorer career progression
        • Motherhood, low education and migration are particular barriers to work for women
      • 3. Domain of money
        • Patchy progress on gender-equal access to financial and economic resources
        • Paying the price for motherhood
        • Lifetime pay inequalities fall on older women
      • 4. Domain of knowledge
        • Gender equality in education standing still even as women graduates outnumber men graduates
        • Both women and men limit their study fields
        • Adult learning stalls most when reskilling needs are greatest
      • 5. Domain of time
        • Enduring burden of care perpetuates inequalities for women
        • Uneven impact of family life on women and men
      • 6. Domain of power
        • More women in decision-making but still a long way to go
        • Democracy undermined by absence of gender parity in politics
        • More gender equality on corporate boards — but only in a few Member States
        • Limited opportunities for women to influence social and cultural decision-making
      • 7. Domain of health
        • Behavioural change in health is key to tackling gender inequalities
        • Women live longer but in poorer health
        • Lone parents and people with disabilities are still without the health support they need
      • 8. Domain of violence
        • Data gaps mask the true scale of gender-based violence in the EU
        • Backlash against gender equality undermines legal efforts to end violence against women
        • Conceptual framework
        • Parental-leave policies
        • Informal care of older people, people with disabilities and long-term care services
        • Informal care of children and childcare services
        • Transport and public infrastructure
        • Flexible working arrangements
        • Lifelong learning
      • 10. Conclusions
    • Sexism at work
      • Background
        • What is sexism?
        • What is the impact of sexism at work?
        • Where does sexism come from?
        • Sexism at work
        • What happens when you violate sexist expectations?
        • What is sexual harassment?
        • Violating sexist expectations can lead to sexual harassment
        • Under-reporting of sexual harassment
      • Part 2. Test yourself
        • How can I combat sexism? A ten-step programme for managers
        • How can all staff create cultural change
        • How can I report a problem?
        • Eradicating sexism to change the face of the EU
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Gender Equality in Academia and Research

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  • Back to toolkit page
  • WHAT
    • What is a Gender Equality Plan?
    • Terms and definitions
    • Which stakeholders need to be engaged into a GEP
    • About the Gear Tool
  • WHY
    • Horizon Europe GEP criterion
    • Gender Equality in Research and Innovation
    • Why change must be structural
    • Rationale for gender equality change in research and innovation
  • HOW
    • GEAR step-by-step guide for research organisations, universities and public bodies
      • Step 1: Getting started
      • Step 2: Analysing and assessing the state-of-play in the institution
      • Step 3: Setting up a Gender Equality Plan
      • Step 4: Implementing a Gender Equality Plan
      • Step 5: Monitoring progress and evaluating a Gender Equality Plan
      • Step 6: What comes after the Gender Equality Plan?
    • GEAR step-by-step guide for research funding bodies
      • Step 1: Getting started
      • Step 2: Analysing and assessing the state-of-play in the institution
      • Step 3: Setting up a Gender Equality Plan
      • Step 4: Implementing a Gender Equality Plan
      • Step 5: Monitoring progress and evaluating a Gender Equality Plan
      • Step 6: What comes after the Gender Equality Plan?
    • GEAR action toolbox
      • Work-life balance and organisational culture
      • Gender balance in leadership and decision making
      • Gender equality in recruitment and career progression
      • Integration of the sex/gender dimension into research and teaching content
      • Measures against gender-based violence including sexual harassment
      • Measures mitigating the effect of COVID-19
      • Data collection and monitoring
      • Training: awareness-raising and capacity building
      • GEP development and implementation
      • Gender-sensitive research funding procedures
    • Success factors for GEP development and implementation
    • Challenges & resistance
  • WHERE
    • Austria
    • Belgium
    • Bulgaria
    • Croatia
    • Cyprus
    • Czechia
    • Denmark
    • Estonia
    • Finland
    • France
    • Germany
    • Greece
    • Hungary
    • Ireland
    • Italy
    • Latvia
    • Lithuania
    • Luxembourg
    • Malta
    • Netherlands
    • Poland
    • Portugal
    • Romania
    • Slovakia
    • Slovenia
    • Spain
    • Sweden
    • United Kingdom
This page makes a reference to the United Kingdom as a member of the European Union. It was published before the UK's withdrawal from the European Union on the 31 January 2020. 
  • Gender Equality in Academia and Research
  • WHERE

United Kingdom

Country: 
Non EU countries

PROMOTING GENDER EQUALITY IN RESEARCH

Legal framework

The legislation that covers equality in the UK is the Equality Act (2010), which does not apply in Northern Ireland apart from a few subsections. In Scotland there is also the Equality Act 2010 (Specific Duties) (Scotland) Regulations 2012 which dictates equality law. The Equality Act (2010) replaced the many previous equalities legislation and Acts, and outlines nine protected characteristics which are the grounds upon which discrimination is against the law in the UK: Age, Disability, Gender Reassignment, Marriage and Civil Partnership, Pregnancy and Maternity, Race, Religion or Belief (including no belief), Sex and Sexual Orientation. The Equality Act applies to all government departments, agencies, higher education institutions and research organisations in the UK and to the education Funding Councils of England, Scotland and Wales. In Northern Ireland, Section 75 of the Northern Ireland Act 1998 is the key equality Act along with the Sex Discrimination (Northern Ireland) Order 1976. The Order prohibits discrimination and harassment on the grounds of sex, and places a duty on public authorities to promote equality of opportunity between men and women generally. The Public Sector Equality Duty, which was created under the 2010 Equality Act, also applies to all higher education institutions and research organisations.  It obliges these bodies to: eliminate discrimination, harassment, victimisation to people due to their protected characteristics; advance equality of opportunity; and foster good relations between different people in settings such a workplaces. Voluntary positive action is possible under this Act and Duty.

Policy framework

The Research Excellence Framework (REF) is an assessment of the quality of research in all disciplines in UK higher education institutions required in order to obtain public research funding. The first REF assessment took place in 2014 and was conducted jointly by the Higher Education Funding Council for England (HEFCE), the Scottish Funding Council (SFC), Higher Education Funding Council for Wales (HEFCW) and the Department for Employment and Learning, Northern Ireland (DEL). Each institute making a REF submission is assessed on a number of criteria relating to equality and diversity including gender equality. Each institute making a REF submission was required to develop, document and apply a code of practice on the fair and transparent selection of staff.  As part of the REF assessment process institutes submit their codes of practice for review by the REF Equality and Diversity Advisory Panel.

Other stimulatory initiatives

The Athena SWAN Charter and Awards delivered and managed by the Equality Challenge Unit (ECU) is targeted at higher education institutions. The Athena SWAN Charter is based on 10 key principles and it commits the higher education institutions to adopting the principles within their policies, practices, action plans and culture. Charter members are able to submit for institutional and department level Athena SWAN awards at Gold, Silver and Bronze levels. Each award is valid for three years.  In 2015, the Charter expanded from its Science, Technology, Engineering and Mathematics (STEM) focus to recognise work undertaken in arts, humanities, social sciences, business and law (AHSSBL), to include all higher education professional and support roles, not just academic roles, and promote equality and supports for trans staff and students. In October 2015, there were 134 Athena SWAN members and 537 Award holders in the UK. An independent report into the impact and effectiveness of the Athena SWAN Charter was commissioned in 2013 by the ECU and undertaken by Loughborough University.

Key actors

The Research Council UK (the major RFO in the UK) issued, in 2013, a Statement of Expectations for Equality and Diversity which outlined that equality and diversity should be embedded in all aspects of normal research practice. The Research Council also publishes trend data on its grants awarded and success rates by gender, comparing large and standard grants.

The Scottish Funding Council is in the process of developing a Gender Action Plan (GAP) for all publically funded colleges and universities in Scotland as a key effort to drive gender equality in the sector.  The GAP will be implemented on a phased basis, starting autumn 2016.  As funding is given and negotiated as part of Outcome Agreements between the Scottish Funding Council and each institution the actions identified within the new GAP will form part of all funding negotiations from academic year 2017-18 onwards.

The Athena SWAN Charter and awards are delivered and managed by the Equality Challenge Unit (ECU). The ECU is sponsored by Universities UK, GuildHE, the Higher Education Funding Council for England (HEFCE), the Higher Education Funding Council for Wales (HEFCW), the Department for Employment and Learning in Northern Ireland and the Scottish Funding Council (SFC). The ECU is a limited company with charitable status.

INITIATIVES FOR GENDER EQUALITY BY RESEARCH PERFORMING ORGANISATIONS

Prior to enactment of the Equality Act 2010 and subsequent 2011 Equality Duty, there appear to have been many gender equality plans in research organisations and universities in the UK. Since 2010, the focus has broadened to encompass all nine protected characteristics in the Equality Act. As a result, gender equality plans have become rare and may have become subsumed into broader equality and diversity action plans or statements for research organisations. In October 2015, one Gender Action Plan (University of Cambridge) and one University Female Progression Action Plan (The University of Sheffield) were identified. However, in the context of Athena SWAN award applications, in October 2015, there were 537 holders, of both the ECU Gender Equality Mark and/or Athena SWAN awards, all of whom have produced an action plan as a part of their application process. Once an award has been made there is no monitoring of the action plan by the ECU, until an awardee re-applies, usually after three years, to either renew or upgrade their award. This re-assessment is done as part of the usual ECU peer-reviewed awarding process. There appear to be many initiatives at research organisation level including mentoring schemes, information campaigns, training, and networking events. Many universities also participate in the Project Juno Awards scheme, to address the under-representation of women in physics and support their female staff to attend the Aurora leadership development women only programme, which combines education, mentoring and on-line resources.  However, most initiatives are complementary to Athena SWAN action plan and award activities.

Four universities were or are part of consortia of EU-funded structural change projects, namely the Loughborough University (GENDERTIME), the University of Bradford (GENOVATE), the Birkbeck College of the University of London (TRIGGER), and the University of Oxford (DIVERSITY).

RELEVANT EXAMPLES OF PRACTICES

Support for staff returning from maternity leave

In Queens University Belfast (QUB), all Schools have return to work policies, which are funded by the Schools and where feasible, allow for either a six-month teaching free period or research only semester on return from maternity leave, or a greatly reduced teaching load. This policy also extends to female and male staff taking adoption leave. QUB also has a Maternity Cover Fund which is comprised of money reclaimed through Statutory Pay Credits and a contribution from University funds. The Fund provides assistance to Schools and Directorates to ensure that the essential work of all members of staff who take maternity leave is covered. The reported outcome of this Fund and policy is a 100 % maternity leave return rate for QUB since 2011.

Women Academic Returners’ Programme (WARP)

This programme was set up by the University of Sheffield. It provides additional support, if needed, upon return to work, to minimise the impact of any extended leave on research activities, thus enabling continued career development. Through WARP, female researchers are able to request up to £10,000 funding to support an additional post, or up to £5000 to support other research related activity (to a maximum total of £10,000) on return from maternity leave. This programme is open to women academics and researchers across all faculties at the University of Sheffield. Through standard maternity cover and WARP, the University of Sheffield aims to create a working environment which encourages all women academics and researchers to flourish professionally. 

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